few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Topic options: 
A. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
B. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
C. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
D. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
E. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
H. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
I. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
J. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
K. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.


Thought: In this problem, students learn to recognize equivalent fractions. Each lap around the school is 1/4 mile, while each lap around the playground is 1/12 mile. Three laps around the playground is 3/12 mile, which is equivalent to 1/4.
Answer: D

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_000212

4
options: Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
problem_activity: Narrative
The purpose of this activity is for students to practice generating two different patterns from two different rules and observe and quantify relationships between corresponding terms. Both sets of rules generate patterns that have the same relationships between corresponding terms. Each of Priya’s terms is 3 times greater than each of Jada’s corresponding terms and each of Jada’s terms is
\(\frac{1}{3}\)
of Priya’s corresponding terms.
When students find and explain patterns related rules and relationships, they look for and express regularity in repeated reasoning (MP8).
Launch
Groups of 2
“You and your partner will each complete some problems about patterns independently. After you’re done, discuss your work with your partner.”
Activity
5 minutes: independent work time
3 minutes: partner discussion
“Look back at your work and make any revisions based on what you learned from discussing with your partner.”
1–2 minutes: independent work time
Monitor for students who:
revise their thinking based on partner discussion
use multiplication expressions to represent the relationships between the patterns
Student Facing
Partner A
Use each rule to create a pattern.
Jada’s rule: Start at 0. Keep adding 2.
[IMG]
Priya’s rule: Start at 0. Keep adding 6.
[IMG]
If the patterns continue:
What number will be in Priya’s pattern when Jada’s pattern has 34? Explain or show your reasoning.
What number will be in Jada’s pattern when Priya’s pattern has 120? Explain or show your reasoning.
What relationships do you notice between the numbers in Priya's pattern and the numbers in Jada's pattern?
Partner B
Use each rule to create a pattern.
Jada’s rule: Start at 0. Keep adding 3.
[IMG]
Priya’s rule: Start at 0. Keep adding 9.
[IMG]
If the patterns continue,
What number will be in Priya’s pattern when Jada’s pattern has 54? Explain or show your reasoning.
What number will be in Jada’s pattern when Priya’s pattern has 198? Explain or show your reasoning.
What relationships do you notice between the numbers in Priya’s pattern and the numbers in Jada’s pattern?
Student Response
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Activity Synthesis
Ask previously identified students to share their thinking.
Display completed patterns from both sets of rules.
“How are the patterns from the pairs of rules the same? How are they different?” (Some of the numbers are in all four patterns. Some numbers aren’t in any pattern like 5 and 11. In both sets of rules, Priya’s numbers are 3 times greater than Jada’s numbers and Jada’s numbers are
\(\frac{1}{3}\)
Priya’s numbers.)
“How would you describe the relationship between Priya's pattern and Jada's pattern?” (Priya's numbers are all 3 times as much as Jada's corresponding numbers.)
“What can I multiply the numbers in Priya’s pattern by to get the corresponding numbers in Jada’s pattern?” (
\(\frac{1}{3}\)
, each number in Jada's pattern is
\(\frac{1}{3}\)
the corresponding number in Priya's pattern.)


correct_option_index: 8